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  1.  31
    Interpersonal trust in children's testimonial learning.Melissa A. Koenig, Pearl Han Li & Benjamin McMyler - 2022 - Mind and Language 37 (5):955-974.
    Within the growing developmental literature on children's testimonial learning, the emphasis placed on children's evaluations of testimonial evidence has shielded from view some of the more collaborative dimensions of testimonial learning. Drawing on recent philosophical work on testimony and interpersonal trust, we argue for an alternative way of conceptualizing the social nature of testimonial learning. On this alternative, some testimonial learning is the result of a jointly collaborative epistemic activity, an activity that aims at the epistemic goal of true belief, (...)
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  2.  21
    Two sources of bias affecting the evaluation of autistic communication.Pearl Han Li & Melissa Koenig - 2019 - Behavioral and Brain Sciences 42.
    We support Jaswal & Akhtar's interrogation of social motivational accounts of autism and discuss two sources of bias that contribute to how others construe autistic people's communications: an experience-based bias that limits our ability to discern the speaker's action as communicative and a prejudice against the credibility of certain speakers that limits a listener's willingness to believe their testimony.
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  3.  7
    Pupils Dilate More to Harder Vocabulary Words than Easier Ones.Ishanti Gangopadhyay, Daniel Fulford, Kathleen Corriveau, Jessica Mow, Pearl Han Li & Sudha Arunachalam - 2024 - Cognitive Science 48 (4):e13446.
    Understanding cognitive effort expended during assessments is essential to improving efficiency, accuracy, and accessibility within these assessments. Pupil dilation is commonly used as a psychophysiological measure of cognitive effort, yet research on its relationship with effort expended specifically during language processing is limited. The present study adds to and expands on this literature by investigating the relationships among pupil dilation, trial difficulty, and accuracy during a vocabulary test. Participants (n = 63, Mage = 19.25) completed a subset of trials from (...)
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    Appealing to consequences, or authority? The influence of explanations on children's moral judgments across two cultures.Pearl Han Li & Melissa A. Koenig - 2025 - Cognition 254 (C):105994.
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  5.  12
    The sense of obligation in children's testimonial learning.Pearl Han Li, Annelise Pesch & Melissa A. Koenig - 2020 - Behavioral and Brain Sciences 43.
    We extend Tomasello's discussion of children's developing sense of obligation to testimonial learning. First, we review a battery of behaviors in testimonial exchanges that parallel those described by Tomasello. Second, we explore the variable ways in which children hold others accountable, suggestive that children's evaluations of moral and epistemic responsibilities in joint collaborative activities are distinct.
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